Effectiveness of Moral Intelligence Training on Academic Engagement, School Burnout and Academic Self-Regulation in Procrastinating Students

Document Type : Research Paper

Authors

1 PhD student of Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

2 Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran

10.22034/jmpr.2023.46934.4456

Abstract

The aim of this study was to determine the effectiveness of moral intelligence skills training on the academic engagement, burnout and academic self-regulation of procrastinating students. The research method is quasi-experimental with pre-test-post-test design with control group. The statistical population of all third-grade male students in the academic year 1398-1399 was Shabestar city. The statistical sample consisted of 30 procrastinating students who was selected as a sample using the available sampling method, were randomly divided into experimental, and control groups. The experimental group received moral intelligence skills for 8 sessions. Data were collected using questionnaires of academic motivation (Fredericks, Bloomfield and Paris, 2004), academic burnout (Bresso, 1997) and academic self-regulation (Beaufard, Vesio and Laroche, 1995). Data analysis were performed using analysis of covariance with SPSS-22. The validity coefficient was calculated to be 0.73 for academic engagement, 0.78 for academic burnout questionnaire and 0.75 for academic self- regulation questionnaire. Moral intelligence skills education on decreasing of Academic burnout with the amount of effect 0.24 (p>0.05) on increasing of academic engagement with the amount of effect 0.17 (p>0.05) and Academic self-regulation with the amount of effect 0.19 (p>0.05) were significant and effective. The students' deprecation, engagement and self-regulation were changeable by using academic interventions especially moral Intelligence empowerment. These interventions in educational stages can be the base for psychological well-being in students.

Keywords

Main Subjects

References

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Journal of Modern Psychological Researches
Volume 20, Issue 79
October 2025
Pages 63-75

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History

  • Receive Date: 10 July 2021
  • Revise Date: 13 October 2022
  • Accept Date: 05 February 2023

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